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Don't Expect Toddlers To Behave Consistently — They Literally Can't. Can Free Play Prevent Depression and Anxiety In Kids? | MindShift | KQED News. Over the past 50-60 years, play time in kids’ lives has been drastically cut.

School days and years are longer and parents often schedule enrichment activities for their children instead of giving them space to direct their own play. Children are rarely given the freedom to direct their own activities, leading to a persistent rise in children feeling that they have no control over their lives. And, while correlation doesn’t prove causation, Dr. Peter Gray, who has been studying play for years, says there’s strong evidence that in this case, the decline in play is leading to a rise in depression and acute anxiety among young people. Check out his TEDx talk for all the details on this fascinating area of research. Can Free Play Prevent Depression and Anxiety In Kids?

Katrina Schwartz Katrina Schwartz is a journalist based in San Francisco. Which Early Childhood Experiences Shape Adult Life? | MindShift | KQED News. By Maanvi Singh, NPR Most of us don’t remember our first two or three years of life — but our earliest experiences may stick with us for years and continue to influence us well into adulthood. Just how they influence us and how much is a question that researchers are still trying to answer. Two studies look at how parents’ behavior in those first years affects life decades later, and how differences in children’s temperament play a role. The first study, published Thursday in Child Development, found that the type of emotional support that a child receives during their her first three and a half years has an effect on education, social life and romantic relationships even 20 or 30 years later.

Babies and toddlers raised in supportive and caring home environments tended to do better on standardized tests later on, and they were more likely to attain higher degrees as adults. They were also more likely to get along with their peers and feel satisfied in their romantic relationships. Page from English in Early Childhood - British Council. I Said I Want the Red Bowl! Responding to Toddlers' Irrational Behavior | Expert Tips & Advice . PBS Parents. Pin It Amelia, told that she can’t have a fifth book before bedtime, shouts: “You are the meanest mommy! You are not invited to my birthday party!” Derek, when offered a choice between carrots and cheese, not ice cream, before dinner announces: “I don’t like the choices you are choicing me!”

Alex hurls a bowl of his favorite cereal off the table and screams, “I said the red bowl, not the blue bowl!” But seen through the eyes of the child, and through the lens of development, these behaviors, while maddening, are utterly normal, and signal important milestones are being achieved. Getting clear on expectations is critical because the meaning we assign to a child’s behavior influences how we manage our own emotions and reactions to the behavior at hand. Here are some important factors that influence young children’s behavior that are helpful to keep in mind when dealing with challenging behaviors: 3) Toddlers have strong feelings but few tools for managing them at this young age. Does my toddler have a short attention span because she won’t sit still for a story? • ZERO TO THREE. A: It is perfectly normal for toddlers to not sit still very long—period. Most don’t like to stay in one place for long now that they can explore in so many new ways—by running, jumping, and climbing.

So, an adult’s idea of snuggling on the couch to hear a story may not be the same idea a toddler has for story-time. You may only be able to read or talk about a few pages in a book at a time. Here are some ways to engage active children in reading: Read a book at snack times when your child may be more likely to sit for longer.Offer your child a small toy to hold in her hand—such as a squishy ball—to keep her body moving while you read.Read in a dramatic fashion, exaggerating your voice and actions. Groupe public VIETNAM HOMESCHOOL GROUP. How can parents and teachers best educate young children? What principles can both teachers and parents bring to the education of very young children? Gillian Craig, who was part of the Learning Time with Shaun and Timmy writing team, explains.

As teachers and parents, we follow certain principles in our roles. Often though, these principles overlap and all we need to do is recognise and reinforce these areas. Ask (the right) questions When my daughter came out of her class one day shortly after her course started, I asked her, 'What did you do in class today? '. She replied, 'I sneezed'. Although my daughter is only two years old, (and more experienced parents than me would not have asked such a broad question to start with), questioning our children at any age about what they have done in class is a natural thing to do.

Similarly, a child’s artwork can provide a prompt for asking questions: 'What (or who) is it? ' Teachers also want their students to reflect on their lessons, but with young children especially, this is a learned skill. Carol Dweck: The power of believing that you can improve. Play to Learn: Discussion | Teachers TV. Symbolic play and language development.

Angulo-Kinzler et al., 2002 R.M. Angulo-Kinzler, B.D. Ulrich, E. ThelenThree-month old infants select specific motor solutions Motor Control, 6 (1) (2002), pp. 52-68 Baldwin et al., 2001 D.A. Child Development, 72 (3) (2001), pp. 708-717 Bates et al., 1979 E. Academic Press, New York (1979) Bejarano, 2011 T. John Benjamins Publishing Company, Netherlands (2011) Cobo-Lewis et al., 1996 A.B. American Journal of Mental Retardation, 100 (5) (1996), pp. 456-467 DeLoache, 2002 J.S. U. Deutsch and Newell, 2005 K.M. Developmental Review, 25 (2) (2005), pp. 155-180 Fasolo et al., 2008 M. Clinical Linguistics & Phonetics, 22 (2) (2008), pp. 83-94 Fein, 1981 G.G. Child Development, 52 (1981), pp. 1095-1118 Feldman, 2007 R. Emotion, 7 (3) (2007), p. 601 Frick and Semmel, 1978 T. Review of Educational Research, 48 (1) (1978), pp. 157-184 Garvey, 1990 C.

Play, Vol. 27, Harvard University Press (1990) Hiscock and Kinsbourne, 1978 M. Developmental Psychology, 14 (4) (1978), p. 321 Huttenlocher et al., 2010 J. J.M. Leslie, 2002. Scientists Say Child's Play Helps Build A Better Brain : NPR Ed. Deion Jefferson, 10, and Samuel Jefferson, 7, take turns climbing and jumping off a stack of old tires at the Berkeley Adventure Playground in California. The playground is a half-acre park with a junkyard feel where kids are encouraged to "play wild. " David Gilkey/NPR hide caption toggle caption David Gilkey/NPR Deion Jefferson, 10, and Samuel Jefferson, 7, take turns climbing and jumping off a stack of old tires at the Berkeley Adventure Playground in California.

This week, NPR Ed is focusing on questions about why people play and how play relates to learning. When it comes to brain development, time in the classroom may be less important than time on the playground. "The experience of play changes the connections of the neurons at the front end of your brain," says Sergio Pellis, a researcher at the University of Lethbridge in Alberta, Canada. Our friends at MindShift have been looking at the role of play in learning. Learning From Animals Where does play come from? The cognitive benefits of play: Effects on the learning brain.

© 2008 - 2014, Gwen Dewar, Ph.D., all rights reserved Science supports many of our intuitions about the benefits of play. Playful behavior appears to have positive effects on the brain and on a child’s ability to learn. In fact, play may function as an important, if not crucial, mode for learning. Want specifics? Animal experiments: Play improves memory and stimulates the growth of the cerebral cortex In 1964, Marion Diamond and her colleagues published an exciting paper about brain growth in rats. When researchers examined the rats’ brains, they discovered that the “enriched" rats had thicker cerebral cortices than did the “impoverished" rats (Diamond et al 1964). Subsequent research confirmed the results—rats raised stimulating environments had bigger brains. They were smarter, too--able to find their way through mazes more quickly (Greenough and Black 1992). Do these benefits of play extend to humans? Physical exercise has important cognitive benefits in its own right.

The results? 1. 2. How do I stop my toddler hitting, biting and fighting? (Video) Gemma: “All children will go through a stage probably where they hit or bite or push another child or their parent, so it's nothing to be worried about. Children often use their mouths to explore the world around them. They don't understand they might hurt somebody if they hit or bite.

Sometimes they're just copying things that they've seen, so it's quite normal they should do it. Sometimes children bite or hit out of frustration. You might find if there's a new baby in the house that they'll start biting or kicking as a way of expressing something about their worries about the new baby in the house. If you find that your child has hurt somebody else, then it's important to make a big fuss of the child that they've hurt, so your child gets the impression that they're not going to get the attention for that difficult behaviour. Glenn Doman 5 language – Google Drive. Reggio Emilia – Google Drive. Các blog và trang web về montessori – Google Drive. Mon_Địa lý.pdf. Tài liệu Mon 0-3 – Google Drive. Kiến thức Mont cơ bản – Google Drive.

PP Montessori  – Google Drive. PP Shichida (Nhật) – Google Drive. PP Glenn Doman (Mỹ) – Google Drive. Thai Giáo-Mang Bầu – Google Drive. Ngan Jp. Importance of play for babies & children. Play is more than just fun for babies and children. It’s how they learn best, and how they work out who they are, how the world works and where they fit into it.

You can read this article in a selection of languages other than English. The importance of play Playing is one of the most important things you can do with your child, because play is essential for your child’s brain development. The time you spend playing together gives your child lots of different ways and times to learn. Play also helps your child: build confidence feel loved, happy and safe develop social skills, language and communication learn about caring for others and the environment develop physical skills.

Your child will love playing with you, but sometimes she might prefer to play by herself and won’t need so much hands-on play from you. Different types of play Unstructured, free play is the best type of play for young children. This is play that just happens, depending on what takes your child’s interest at the time. Play in children s development health and well being feb 2012. Page from English in Early Childhood - British Council. Heuristic play. Heuristic play is rooted in young children’s natural curiosity. As babies grow, they move beyond being content to simply feel and ponder objects, to wanting to find out what can be done with them. Toddlers have an urge to handle things: to gather, fill, dump, stack, knock down, select and manipulate in other ways.

Household or kitchen utensils offer this kind of activity as every parent knows, and can occupy a child for surprising stretches of time. When toddlers make an enjoyable discovery – for instance when one item fits into another, or an interesting sound is produced – they often repeat the action several times to test the result, which strengthens cognitive development as well as fine muscle control and hand/eye coordination. In their book, People under Three, Elinor Goldschmied and Sonia Jackson coined the term heuristic play, to explain how to provide a more structured opportunity for this kind of activity. Heuristic play with objects is not a novel idea. Patricia Kuhl: The linguistic genius of babies. Benefits of word repetition to infants: Repeat after me! Parents who repeat words to 7-month-olds have toddlers with larger vocabularies -- ScienceDaily.

New research from the University of Maryland and Harvard University suggests that young infants benefit from hearing words repeated by their parents. With this knowledge, parents may make conscious communication choices that could pay off in their babies' toddler years and beyond. "Parents who repeat words more often to their infants have children with better language skills a year and a half later," said co-author Rochelle Newman, professor and chair of UMD's Department of Hearing and Speech Sciences (HESP). "A lot of recent focus has been on simply talking more to your child -- but how you talk to your child matters. It isn't just about the number of words. " Newman and co-authors HESP Professor Nan Bernstein Ratner and Harvard Associate Professor of Education Meredith L.

Rowe tracked maternal-child directed speech to prelinguistic (7-month-old) infants. "It takes two to tango," said Dr. The researchers believe their findings will be of immediate use to families. What Parents Can Gain From Learning the Science of Talking to Kids | MindShift | KQED News. The widening education gap between the rich and the poor is not news to those who work in education, many of whom have been struggling to close the gap beginning the day poor children enter kindergarten or preschool. But one unlikely soldier has joined the fight: a pediatric surgeon who wants to get started way before kindergarten. She wants to start closing the gap the day babies are born. When Dr. Dana Suskind began doing cochlear implants on infants at the University of Chicago—a cutting-edge surgical technique that allows once-deaf babies to hear—in her follow-ups with families she noticed a stark difference in how the now-hearing children acquired language.

The difference turned out to be the words children heard from their parents and caregivers, millions of them. There was a direct correlation between the children who’d heard a lot of parent talk and how prepared they were to learn once they arrived at school. For Suskind, a lightbulb went on. Bringing Parents On Board * Tune In. Let's Talk. What do babies need in order to learn and thrive? One thing they need is conversation — responsive, back-and-forth communication with their parents and caregivers.

This interactive engagement is like food for their developing brains, nurturing language acquisition, early literacy, school readiness, and social and emotional well-being. A dispiriting number of children don’t get that kind of brain-fueling communication, research suggests. In early childhood policy (and in the wider media), much attention has been paid to the so-called word gap — findings that show that low-income children hear 30 million fewer words, on average, and have less than half the vocabulary of upper-income peers by age three. But putting that alarming number in the spotlight obscures a more critical component of the research, says Harvard Graduate School of Education literacy expert Meredith Rowe: it’s not so much the quantity of words but the quality of the talk that matters most to a child’s development. Why does my toddler love repetition?

Paediatric speech and language therapist. It may test your patience when your toddler demands 'Row, row, row your boat' for the 10th time. But there's a good reason for her insistence. Toddlers love repetition because it helps them to learn, and because it's familiar and comforting. From around the age of two, you will notice your toddler repeating the same words and phrases constantly. By the time she's three, she will also demand her favourite stories and nursery rhymes over and over again.

Through repeating things, your toddler is able to take in new information each time. And she will love stories and nursery rhymes with repeated phrases, because she can join in. A small study has found that repetition of stories may help children to learn new words. After hearing her favourite book many times, your toddler may even remember it well enough to add the endings to some of the sentences. Repetition is also comforting for your toddler. Have fun singing nursery rhymes and songs.